THE STUDENT EXPERIENCE OF

SELF MANAGED LEARNING (SML):

EVIDENCE FROM RESEARCH
With Introduction by Dr. Graham Dawes
By Nicola Sankey
March 2008

CONTENTS
1. An introduction to Self Managed Learning (SML)
by Dr. Graham Dawes

page 3

2. The Student Experience of Self Managed Learning (SML):

evidence from research

page 10

3. Introduction

page 10

4. Research Strategy

page 11

5. Empirical Research Evidence

page 12

What did the students like about SML?

page 12

How was it beneficial to students and what did they learn?

page 21

Why might SML work less well?

page 31

6. Evaluations and Conclusions

page 33

7. Bibliography

page 36

AN INTRODUCTION TO SELF MANAGED LEARNING (SML)

Dr Graham Dawes
The Self Managed Learning approach was created by Professor Ian Cunningham in
1978, drawing on his experiences of action learning and independent study and
underpinned by Gregory Batesons theory of levels of learning (Bateson brought the
concept of learning to learn to the behavioural sciences).
Self Managed Learning is a structured approach to learning with the following two
main elements: the Learning Agreement and the Learning Group.
Learning Agreement. The agreement is between the student, who undertakes to
pursue their learning goals, and the learning group, who undertake to support them
in this. The Learning Agreement comprises the students answers to five questions:
1. Where have I been?
2. Where am I now?
3. Where do I want to get to?
4. How will I get there?
5. How will I know I have arrived?
The five questions provide a robust framework for goal-setting, bringing the students
attention to past experiences which may be relevant to a present goal, has them
examine where they are now in relation to where they want to get to (something
often ignored when the focus is too exclusively on the goal), and requires measures
by which success will be evaluated (all too frequently missing from even corporate
change initiatives).
Learning Group. This comprises six students (of roughly the same age) with an
adult learning group adviser. The learning group adviser is not a subject expert, their
expertise is in learning. Their role within the group, over and above that of any other
group member, is to ensure that the structure of the learning group meetings is
adhered to and that the focus on learning is maintained. The body of the learning
group meeting is where each student has their individual time. During this period
they are the focus of the groups attention. The student is able to decide how they
will use their time. Frequently, they will be reporting activities undertaken toward one

or more of their goals and the next steps they are contemplating. The other group
members will be questioning them on what they have done, what went well, what
didnt, how they might approach the matter differently and what they have learnt from
their experiences. In considering their next steps they could find themselves
challenged by the group if it is felt they are ignoring either potential problems or
potential opportunities. A student might also choose to use the group, in their
individual time, to help them devise questions for a visit they are undertaking to find
out about a possible future career. They might also wish to rehearse something they
are going to do so as to get feedback on their performance.
When it is someone elses individual time, students are expected to give their
attention and to ask questions if there is something they dont understand, or where
they think a student is ignoring an important factor bearing on their plans, perhaps
offering assistance if, for instance, they could introduce a student to a relative who is
following the very career that student is contemplating. In their individual time, then,
a students proposed plans, or any difficulties they have come upon in pursuing
them, can benefit from the different perspectives of the five other students and the
learning group adviser.
As this brief sketch of the Learning Agreement and the Learning Group will have
made clear, Self Managed Learning encourages in a student not only independence,
of both thought and action, but also interdependence - the ability to work with others
and to draw on their experience, their knowledge, their perspectives and their
assistance and, in turn, to contribute this themselves to their fellow group members.
Most students find their learning group a supportive environment, even while it is
where they are most likely to be challenged (about how they are thinking about or
going about achieving their goals; or their behaviour in the group, come to that).
During an SML programme a learning group may, prompted by a students learning
goals, go out to visit a workplace or higher educational establishment. Alternatively,
an exemplar of a particular profession or ability may be invited into the learning
group meeting to be interviewed by a student wanting to gain insight into a world of
experience which is unknown to them. These are just some of the ways in which
students can pursue their learning and these can be valuable in bringing, for
4

instance, career options to life. All too often, students are making choices about their
future with very little knowledge of what these would really mean to them.
Self Managed Learning is not an unstructured approach. Yet, it does allow a lot of
freedom to the student. This may seem contradictory in that educational thinking
tends to see a conflict between Structure and Freedom. We have touched on some
of the structure in an SML programme. Every student is required to create a Learning
Agreement and every learning group meeting is organized around the students
individual time slots. However, the choice of learning goals lies with the student as
does the choice of how they wish to use their individual time; the only restriction is
that they do have to have learning goals and they do have to use their individual time
for something relevant to their learning.
The Self Managed Learning process operates in a different way to that found,
typically, in the school context. While the process supports students in pursuing their
specific learning goals the aim goes beyond those goals. After all, it is obvious that
many things we learn today will become obsolete tomorrow. The main aim is to help
students to become active learners.
Within most school activity, the process is one in which the teacher takes the
initiative in terms of what is to be learnt during a particular lesson and how it is to be
learnt. By removing the need for students to initiate the What and How of their
learning, this can engender a dependence on the teacher and a general passivity in
relation to learning. In later life, learning is rarely provided on this basis.
For roughly twenty-five years, Self Managed Learning programmes were designed
for adults working in organisations, and not for school-age students. Programmes
took place within single organisations or were public programmes with participants
from different organisations, and the latter were often for post-graduate qualifications
up to Masters level. During this time we frequently noticed participants dealing with
issues which could well have been dealt with during their school years. For instance,
a manager in an organisation finds he is having difficulty with team-working. Outside
of the sports arena, this is not a focus of school activity; on the contrary, the
tendency is to curtail interaction between students in the classroom. Yet the ability to
5

get on with other people and to work with them interdependently is valued by
organisations.
Such instances led to a desire to contribute to the provision for students of schoolage. We also found that many in organisations had maintained their rather passive
approach to learning. This was seen in the tendency, when faced with the
identification of development needs, to expect that there would be a course they
could take to address them. Automatically seeking the closest thing to the classroom
demonstrated a lack of confidence in their ability to learn under their own steam. It
was this that our SML programmes in organisations were designed to address and
we thought we may be of greater service by also addressing it earlier in life.
This brings us to the pivotal point for every learning and development professional:
you cannot do only one thing. The learning process is always teaching something
else other than the intended content. Learning happens on different levels at the
same time. As we have observed, the focus of a subject teacher might be on the
content of their lesson while there is another learning, that of dependence and
passivity, taking place at another level. That learning of dependence and passivity is
operating at a higher level of generalization and, therefore, attaches to learning itself
rather than to the specifics of the lessons content. It is also more abstract and much
less amenable to conscious recognition. A student might be able to repeat the
subject content of the lesson, but they will not be able to tell you what they have
learnt at this higher level. Additionally, in our organisational work we were confronted
with the fact that, while much of the subject content of the school years faded over
time, these more abstract learnings tended to remain.
Taking account of these theoretical considerations means being cognizant of the
higher level learnings likely to arise from whatever learning process is being
proposed. In the case of Self Managed Learning, the requirement that the student
identify their own learning goals (rather than these being handed down by someone
else) and to figure out how they will go about achieving them (rather than this being
decided by someone else) enhances the likelihood of the student developing as an
active learner, someone who can self-manage their own learning. Of course, what
might at first appear as wonderful freedoms can be quite a challenge when students
6

are faced with responding to them. Thus the importance of the support of the
learning group in helping group members to think through their choices and enlarge
their sense of the possibilities open to them.
Nicola Sankeys compilation, of research studies and evaluations of Self Managed
Learning programmes in schools, captures the student experience of SML. It
addresses the challenge that comes up when speaking to school teachers of this
approach, namely, What evidence do you have that this works and that it has any
beneficial effect beyond the length of the programme?
(Parenthetically, such a call does not necessarily signify a willingness to be
persuaded by such evidence; it is often the resort of those seeking a justifiable
excuse for dismissing the matter.)
Interestingly enough, the question above was brought up within a group of teachers
and learning assistants which happened to include a teacher from one of two
schools featured in a DVD on our work. That teacher had not been involved in the
programme and was at the meeting having heard about SML and being interested in
learning more. In response to another teacher putting the question to us, he
mentioned that he had had a career discussion with one of the students shown in the
DVD. Until having just seen him in the DVD he had not realized this student had
been part of an SML programme and he now said this explained something which
had puzzled him about their conversation. Typically, he found students ill-prepared to
discuss their future. Even those who had some idea of what they wanted to do
usually had thought little about what would be involved and what it would require of
them. This student had surprised him by arriving fully prepared and well-able to
articulate his plans for his future. He had decided he wanted to pursue a career in
music. However, he understood his parents concern over the uncertainty of such a
profession and had decided also to undertake other qualifications which he could fall
back on if life as a musician proved too unreliable. The teacher took this as evidence
that there had been longer-term effects from the SML programme.
This was doubly interesting in that the detail of these future plans had not been
something the student had worked upon during his time on the SML programme. As
7

with all students, he had been encouraged to think about his future and what he
wanted of it but, at that time, his primary focus had been on the much more
immediate goal of passing one of his music grade exams. Consequently, his future
plans, which had so impressed the teacher, were not a result of assistance he had
received in the learning group but of what he had gained from the process and been
able to take forward into his life after the programme.
That the Self Managed Learning approach is not suitable for every student is an
argument that has often been made. It sounds reasonable and it is surely the case
that different approaches to learning will appeal to different types of student.
However, the larger context is worthy of some consideration. Those who find SML
more difficult tend to be those who like to be told what they need to do to succeed
and are disturbed by the uncertainty of a process where there are no pre-existing
goals and no laid down paths to achieving them. Such students can often be highly
successful within the school system, where both the What and How of learning is
decided by others, and such success can be both reassuring and gratifying, thus
rather difficult to relinquish.
The bigger issue is that the world is one of increasing uncertainty and the students of
today can be expected to be living their working lives with professional and personal
uncertainties beyond those known by todays adults. Resilience in the face of
uncertainty will, therefore, be a highly valued quality in any currently conceivable
future. The question then becomes how the young people of today will come to
develop that quality.
An anecdote might be illustrative here. One learning group included a girl considered
one of the brightest stars of the school. She was so academically able that, even
while taking a large number of GCSEs, she was expected to get A stars in all her
subjects. Yet this was the student about whom the learning group adviser had the
greatest concern; the very one the school was least concerned about. She found it
extremely difficult to contemplate her future. She had no idea what she wanted to do.
She had no basis, in being better able in one thing than another, for a decision about
a profession that she would find fulfilling. In her case, it was less for the uncertainties
of the future that she needed to develop the qualities of a self-managed learner but
8

because the process of becoming more self-managing is one in which we get to

know ourselves better and this gives us a better basis on which to evaluate our
choices.
What this illustrates is that even those who do best within the school system could
benefit from the SML approach. This is much less obvious than that it can give
another chance to those whom the current system does not serve.
Hopefully, the reader will find much more to consider in the report that follows.

The Student Experience of Self Managed Learning: evidence from research

Its not strict learning like having to learn a subject you might get bored of you
learn what you want to learn (student, year 13)
INTRODUCTION
The above quote refers to a students description of his recent experience of Self
Managed Learning (SML). He is one of over one hundred students in the South of
England who have been involved in a learning programme which offers an
alternative approach to schooling. Originally designed for adults, SML has more
recently been adopted with young people through the work of the South Downs
Learning Centre (SDLC) and under the supervision of its creator, Professor Ian
Cunningham. Over the last four years the South Downs Learning Centre has worked
with students from both traditional and alternative education backgrounds and it now
has premises, which will allow a small number of young people to engage in SML on
a daily basis. The approach is a new concept in education and although it has been
rigorously evaluated (Centre for Self Managed Learning, 2000 p3) in adult contexts,
there has been little research into SML with children. Interest in the programme is
growing (SDLC, 2006; 2007) and this project aims to meet the demand for relevant
research.
SML epitomises personalised learning, reflecting current interest in Every Child
Matters (DfES, 2003) and the recent government review on Personal Learning and
Thinking Skills (QCA, 2006). It offers a way forward for schools interested in these
issues by providing opportunities for students to learn beyond prescribed curricula in
a way that best suits their individual needs and interests. Working in small groups
with a Learning Group Adviser, the students are required to answer five questions
relating to their learning experiences, abilities and aspirations to identify what they
want to learn and what they need to do in order to learn it (SDLC, 2004). The
answers to these questions form the basis of an individual learning agreement in
which goals, learning methods and criteria for success are proposed by each
student. Other group members contribute to the formulation of this document by

10

discussing the thoughts and intentions that underpin it and agreeing to support one
another in the pursuit and accomplishment of their goals.
I was first introduced to the work of the SDLC when I attended a presentation made
by Ian Cunningham and his team. The lecture supported a 2 nd year module of a BA
(Hons) Education degree which considered the nature of epistemology and the
pedagogical implications of different approaches to knowledge and learning. SML
was presented as an alternative to the traditional education system, placing
emphasis on learning method rather than content. The approach is based on a
process curriculum (Cunningham, 2006 p70), designed to develop skills of selfmanagement and lifelong learning.
Personal interest in the programme and a wish to gain experience as an educational
researcher led to my involvement in a research project organised by the SDLC under
the patronage of the Centre for Educational Innovation (Fielding, 2007). The aim was
to gain a deeper understanding of the student experience of SML and to draw out
some common themes relating to the benefits of the programme. The evidence that
is presented in this report derives from a range of evidence taken from interviews
with students, learning advisers, parents and teachers as well as written and video
feedback.
RESEARCH STRATEGY
The overarching question What is the student experience of SML? provided a focus
for the empirical research and the aim was to address the following questions:
1. What do students like/dislike about SML?
2. What do schools like/dislike about SML?
3. How is it beneficial to students?
4. What do students learn?
5. Have there been any unintended or unexpected outcomes?

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EMPIRICAL RESEARCH EVIDENCE

This report encompasses the comments of over 40 SML students, aged between 7
and 16 who have come from both school and home-educated backgrounds. Their
feedback is supported by comments from parents, Learning Group Advisers and
schoolteachers who have had direct involvement with the work of the South Downs
Learning Centre. The evidence ranges from direct quotes recorded at pre-arranged
interviews to evaluation reports. It encompasses the written work of primary school
children, student group evaluations in secondary schools and film footage of
students talking about their experience of SML.
Similar issues and opinions were raised and there was, perhaps surprisingly, little
disparity between the differing age groups and educational contexts in this survey.
This research revealed a number of common themes concerning what was liked
about SML and what had been learned from the programme and the following quotes
are presented with these themes in mind. Reference is also made to occasions when
SML went less well. The breadth and scope of this data offers a rich insight into the
work of the South Downs Learning Centre and the outcomes and successes of SML
with young people to date.

What did the students like about SML?

1. A different way of learning
The structure of SML provides students with an opportunity to learn in alternative
ways and to adopt a different approach to that offered by traditional schooling. The
participants identified the different approach as a positive aspect of the programme.
Students from mainstream schools particularly welcomed the opportunity to work
outside their daily routines and many welcomed the holistic and person-centred
approach:

12

Student comments:
It was quite lucky that I accepted to be in this group because I think its the best
thing Ive done in school really. And Ive learnt a lot more through this process than I
have from maybe like the last year and a half in school
(student, year 10)
it was different in the respect that in our curriculum you dont really get the chance
where you just get to sit down and talk about yourself and hear what others are
doing for an hour or so (student, year 10).
I think SML is amazing and it is a fun way of learning (primary school student)
It was too short.I wish it didnt have to stop. We should do it all the time and
everyone should it! (student, year 9).
in SML you talk to adults as equals and it helps you with how you think about
learning (home educated student, age 13)
this proved extremely beneficial as it enabled us to recognise our aims and
abilities (student, year 10)
it is very beneficial you get to go out and find out about work to get out of
lessons to do different things instead of doing the same things all the time (student,
year 10)
it was a very supportive process . SML went through each stage with me from
GCSEs to entering college (home educated student, age 16)
SML is wicked! Its really fun and we learn lots too. I almost always learn something
new and I really enjoy it toowe always do fun learning to make us enjoy learning
and it makes us know more (primary school student)
I didnt like school still dont really but I would if we could do more of this
(student, year 9)
It was easier than sitting down in a classroom and listening to the teacher- we got to
discuss things (student, year 11).
You could be creative it had a feel good factor (student, year 9)
we are learning but we dont know it (primary school student)
they want you to find a love for something and then explore all the avenues (home
educated student, age 16)

13

We all had fun doing these groups together and have all learned a lot from them
(student, year 7)
we had to talk about what we had done or were going to do during the week, it
wasnt you are going to do this (home educated student, age 13)
Its just being able to say what you want and being actually asked about what you
want to learn rather than being told what they think you should learn. (student, year
9)
[school] was overcrowded; there was loads of destructive behaviour which was the
opposite to SML learning groups where students were creative. The lessons were to
pass exams and were not about learning (home educated student, age 13)
all in all I think this has been a very good learning experience for all of our group.
We all learned and had a tremendous amount of fun over the last few weeks
(student, year 7)
we got to discuss a lot more of what we actually want to do in the future and ways
in which we could do that (student, year 10)
Well, basically its just like chatting about what you want to do when you grow older
and goals of where you want to get to and working out how you are going to achieve
those goals. (student, year10)
it just helps you plan the steps you are going to take to actually achieve your
targets. (student, year 10)
It was quite hard for the people who were trying to explain to us exactly what it was,
because sometimes when you describe it, it sounds a bit, sort of, loose and tenuous.
But once you actually get into the groups you actually realize how you can benefit
from it. It is really beneficial for each of the students involved. (student, year 10)
its a great idea and it should be put into action in schools, because its the kind of
thing that young people need. (student, year 10)
it was nice that it wasnt all planned out for us because that gave us a chance to
actually use it for our own advantage. .. we actually said this is what we want to do
and this is what we think is going to be helpful so that just gave us the chance to
really get a lot out of it because we had control over It. (student, year 10)
Adult comments:
they are actually becoming the shapers of their own future (secondary school
assistant principle)
They set their own targets where as in the classroom it is the teachers setting the
targets (secondary school assistant principle)

14

The focus is on learning but it is not about going to a subject lesson and finding out
about something external to youthey are not limited to what they talk about and
it gives them opportunities to hear about other peopleIt gives them another way of
looking at the world. (secondary school deputy principle)
It allows them to see that learning takes place not just in the classroom but in a
whole range of environments (secondary school assistant principle)
2. Mixed Groups
The SDLC recommend that SML be used with mixed ability groups as they believe
the programme has the potential to benefit all children. Schools have tended to use
the programme to target specific groups but comments from students and Learning
Group Advisers in schools supported the South Downs Learning Centre approach:
Student comments:
I think we should mix the groups because different types of people can be good
inspiration for each other (student, year 10)
I dont know what sort of group of people they worked with in other schools but, as I
said, in our school it was Gifted & Talented. But I really think it could benefit a variety
of other people (student, year 10)
Adult comments:
I think it could benefit any student. And adults as well. (secondary school assistant
principle)

On occasions when groups with mixed needs and abilities were run in schools the
benefits were clear. Learning Group Advisers commented on how this approach had
allowed students to demonstrate skills and qualities that had previously been
unrecognised. In one secondary school the effects of placing boys labelled
challenging with girls who were lacking in confidence was thought to be successful.
The boys seemed to rise to the challenge of helping and the girls draw confidence
from the group discussions that ensued:

15

Adult comments:
The boys were so sweet helping [students name] you really do see them in a
new light (school learning group adviser, working with year 9s)
If some of the teachers could have seen, they would have seen a very different side
to how he is in class (school learning group adviser, working with year 9s)

3.Relaxed approach
Participants said they liked the relaxed atmosphere created in the groups. Learning
Group Advisers, senior school staff and parents all felt that students responded well
to the less pressurised environment and school students considered the approach a
treat compared to the constraints of the normal classroom. SML provides each
student with time to explore personal issues and many recognised this as a benefit
of working in small groups. Being given time to talk was a key feature for the
students and many in traditional settings reported this as something they rarely
experienced:
Student comments:
Today, at school You do get mentoring sessions but they are rushed, like tenminute slots, so its nice to just sit down and reflect on whats going on at the
moment. (student, year 10)
you had time to talk without being interrupted (student, year 9)
20 minutes to talk about ourselveswere never allowed to do this in class
(student, year 11)
a chance to step back and reflect (student group evaluation, year 10)

you get to talk about things that you cant talk about in the classroom and the
teacher listens to everything everyone has to say(student, year 10)
youre meant to get opportunities to discuss these things in form time but youre
lucky if you get the chance (student, year 11)

16

we have the chance to discuss individual problems that we may have, this can be
anything, not just educational (student, year 10)
it was taking a little time out of school and having a chance to just sort of reflect and
to have a less strenuous and stressful time to talk about these things and to make
yourself less stressed about them (student, year 10)
you usually get talked at [in class], rather than getting to talk (student, year 10)
people actually listen to you. It wasnt somebody else trying to push their ideas
upon you (student, year 10)

4.The role of the Learning Group Adviser

The informal approach taken by the Learning Group Advisers was also welcomed.
Their role is to facilitate and mentor students and not to control or impart knowledge
in the way of a teacher. The Learning Group Advisers become members of the group
whose role is to maintain focus and assist students by asking questions, offering
advice and keeping track of progress. This was appreciated and for many the
relationship that was built between the Learning Group Adviser and the students was
key to making the experience more enjoyable:
Student comments:
it was like a friend relationship really you could talk to her about anything and she
would advise you on what to do (student, year 11)
you didnt get shouted at, they werent strict and stern like a teacher (student, year
9)
they were really friendly and easy to work withthey took time to talk to us
(student, year 11)
It was a very friendly atmospherewe had a laugh (student, year 13)
cool facilitator (student group evaluation, year 10s)
people actually listen to you (student, year 10).
Theyre not biased in any way (student, year 10)
Yeah, these ones, theyre just completely neutral (student, year 10)

17

whatever you tell them they have an open mind about it (student, year 10)

5.Feeling safe and sharing ideas

The learning groups involved in this study agreed to adhere to a confidentiality
clause and this was an aspect that the students particularly liked. It helped the group
to bond as a team and created an unthreatening environment in which they could
discuss personal issues. A school Learning Group Adviser remarked that they were
amazed at what the students were willing to share and the groups appeared to
develop a caring/sharing ethos that many welcomed:
Student comments:
I talked more to the people in the groupthey didnt judge you
(student, year 11)
you get to share your own ideas. Its fun!!! (primary school student)
you werent laughed at whenever you said anything normally they would gossip a
bit (student, year 11)
the confidentiality clause was good it helped to build the team (student, year 9)
we are like a family (primary school student, year 3)
we share our secrets with the group (primary school student, year 3)
it would be good for people who arent very popular. They could make friends and
talk to people (student, year 9)
it was really open and because it was confidential we could talk about anythingin
a classroom there are things that you cant talk about (student, year 9)
because we were with our friends we could more openly discuss what we were
going through where as if we were with our parents there would be things we
wouldnt want to discuss (student, year 10)
we could all bounce off each other with our different ideas and things. (student,
year 10)
People never usually sit down and say, Oh, Im struggling with this, or I need to
do this but I dont know how. So you could talk about things that you wouldnt talk
about even if you were just in conversations with your friends. (student, year 10)

18

you find things out about people that you never realized before. The interests
people have. Which can benefit you, as well... So its about sharing information as
well. (student, year 10)
you know little things about them now that you wouldnt get even if you were just
friends with them (student, year 10)
It was good because it was all more personal. You didnt feel that there was
anything you couldnt say. It doesnt stop you from saying personal things. Theres a
secrecy rule that we werent allowed to say each others goals and things outside of
the group (student, year 10).
Career isnt usually a thing you talk about with your friends, so to be able to talk
about it . . . and its interesting to hear what other people want to do with their lives
and to get their input on your plans (student, year 10)
its good to hear about what is going on in other peoples lives too because you can
learn from other people (student, year 10)
It was quite inspirational listening to other peoples goals (student, year 10)
it was really interesting to hear what others were doing and how they were
managing (student, year 10)

Adult comments:
[students name] told the group about a tragedy that had happened when he was
youngerthey were really supportive and I think it was a relief for him (School
Learning Group Adviser, working with year 8s)
this is particularly important for boys who tend not to talk about personal issues with
their friends (school learning group adviser, working with year 10s)

6.Collaborative Learning
Being encouraged to share ideas and help one another was a concept the school
students were largely unfamiliar with, however they found the practice of
collaborative learning an enjoyable and useful experience. The approach promoted
teamwork, respect and interdependent learning:

19

Student comments:
we compared our ideas and helped each otherI liked working together; we could
use one anothers opinions rather than just one (student, year 11)
sharing made tasks easier (student, year 13)
we work together (primary school student, year 3)
she was allowing us to help each other, which were not usually allowed to do
(student, year 11)
some of the other members of the group might have contacts or resources that they
might be able to supply to the individual (student, year 10)
Other people would give us their contacts and other things they thought you could
do. (student, year 10)
One of my goals was Grade 5 Music Theory and it just happened that someone
else [students name] had passed hers and was able to give me some help with
where I was struggling (student, year 10).
her goals were mostly to do with her youth arts group and she got lots of advice on
that and it really helped her to talk about it because talking about it made her think
about it more, and she could organize it (student, year 10)
When you talk about it you are actually thinking about it a lot more (student, year
10)
Its quite helpful. Because theres a large group of us. If one person says they want
to know about computing, my brother is quite knowledgeable about computers and I
can put forward that and they can gain something from that by talking to my brother
(student, year 10)
someone else wanted to work in an office so we went to an office and saw what
office life was like. And I got to have that opportunity as well and its very helpful to
have more opportunities really (student, year 10)
We all helped each other in our learning group. From one person looking at a
problem or a situation, they might not be able to see the easiest solution and with
just someone elses input into it you can have an easier solution just because
someone else comes at it from a different frame of mind (student, year 10)
Its good because we can all encourage each other(student, year 10)

20

Adult comments:
Other people in the group are supporting her giving ideas on how she could find
information out. They are also offering to do the seeking out of information for her.
So they have a commitment to her not to let her down (South Downs Learning
Centre learning group adviser, working with yr 8s)
Although each individual student sets their own goals, because they are a peer
group of a similar age some of the goals often are relevant to other members of the
group as well. For instance, time keepingThats relevant to the whole learning
group and they were all making contributions today about addressing that with
regard to things like organising homework and making sure they have plenty of time
for social events, etc (South Downs Learning Centre learning group adviser,
working with yr 8s)
[students name] decided that he felt quite uncomfortable doing all the questioning
for himself and the group were very happy to take turns and to support him with that
by asking questions as well (South Downs Learning Centre learning group adviser,
working with yr 8s)
The group gave support to the interested student as they formulated useful
questions to ask the coach (South Downs Learning Centre learning group adviser,
working with year 3s)
the rest of the group were completely involved and on task even though they had
not been particularly interested in the experience other than to support [students
name] (South Downs Learning Centre learning group adviser, working with year 3s)
constructive feedback was given by the groupwhich furthered the potential
learning experience as self and group evaluation took place (South Downs Learning
Centre learning group adviser, working with year 3s)
The group realised they needed to work together in order to achieve or get things
done (South Downs Learning Centre learning group adviser, working with year 3s)
the students were on task for longer periods of time and interacted with increasing
competence (South Downs Learning Centre learning group adviser, working with
year 3s)

How was it beneficial to students and what did they learn?

1. Making connections
Schools were impressed by the way the learning groups had helped students to
make connections between their work and their futures. Some students were
21

introduced to working professionals in areas that interested them and some were
taken to local businesses and colleges to demonstrate the opportunities that lay
ahead and to allow them to ask questions about how they might pursue their goals.
The students were required to envisage the possibilities for themselves and to
consider ways in which they could make their goals more achievable. Students and
adults both recognised this as a benefit of the programme:
Student comments:
They organised a day trip for us to go to Sussex University, which was really good
because until then I hadnt seen universities. And if you dont actually get to visit any
universities its quite daunting. Just to go there it really got me excited about going to
university rather than dreading it. I just saw all the people there enjoying themselves
and lots of other parts of the university you dont really think about. And Im just
really excited about going to university (student, year 10)
we have been able to prioritise our lives and work out what helps us to get there
and what doesnt (student, year 10)
It was good, I enjoyed it - really helpful for your future career (student, year 11)
theyve got an incentive to work hard to get what they want (student, year 10)
I love SML because I get to think about my future. It is so fun and I enjoy it so
much. SML is BRILL (primary school student)
found out how to get into architecture (student, year 9 )
made me think what is needed for a degree (student, year 9)
Building up contacts for the future (student group evaluation, year 10s)
found out basic things I needed what A levels (student, year 9)
.it helps us on to what were doing in the near or far future (primary school student)
it helps us to decide what job we might have and how (primary school student)
We went to Sussex Universityto find out what was there and what we would need
to do to do, that sort of thing (student, year 7)
this learning group experience has helped us think about our futures, this includes
further education and possible careers (student, year 10)

22

this helps us to decide on something we want to do rather than doing something we

dont want to do (student, year 10)
it gave me more enthusiasm about [special needs teaching] as a career and there
might now be an opportunity for work experience (student, year 10)
it will help to prepare for when we are choosing our A levels (student, year 10)
[Students name] wanted to be a cricket coach and we thought of the different goals
in between that he could do to get to that point coaching exams and things
(student, year 10)
it stops you dreaming about your goals and you think more realistically about your
life (student, year 10)
just thinking about things sub-consciously doesnt always get things done. Once
you start to talk and start to open up, listen to others, you start to realise things about
your life that you didnt before (student, year 10)
they sort of gave me ways of getting in contact with people to get work experience
in Exeter and Im going down there in the Summer to have the week with some
environmental scientists. (student, year 10)
It helped me think of my future much more because before I wasnt really thinking
of outside school and things. And now I am really deciding what I should do after my
A Levels and things. I got lots of advice from [the Learning Group Adviser] and the
others in the group, what they think I should do and things (student, year 10)
You definitely start to think outside of school. You can keep up your hobbies and
things as well as your subjects at school, but also think about your future. (student,
year 10)
joining the learning group helped me plan my future really, and to look into what I
plan to do with my life, career, choices I want to make and if I hadnt have been in
the learning group I would probably have continued not to plan ahead. By looking
through and planning for what I want to do in the future it kind of reassures you on
what youre doing (student, year 10)

Adult comments:
[students name] would have been excluded if it hadnt been for the group. They
took him to the skills centreand that gave him a vision of what he could doit was
really beneficial (school learning group adviser, working with year 9s)
[The Learning Group Adviser] took them to a garage in the high street so they could
see that they needed ICT skills, communication skills, Englishit became real to
them...they had something concrete to work towards They have probably been
told that by parents and teachers but thinking it for yourself is something totally

23

different In the group they had time to reflect on it for the first time and it really
brought it home to them (secondary school deputy principle)

2. Raised confidence and personal awareness

A universal outcome for the students was raised levels of confidence, self-esteem
and personal awareness. SML encouraged an exchange of thoughts and ideas
which helped them to develop a deeper understanding of who they are, and what
they need to learn in order to achieve their goals. It was also evident that developing
a wider awareness of the experiences and perspectives of those around them had
helped in this process. The students learned to reflect on their strengths and
weaknesses and to recognise what they needed to build on. School teachers noted
that raised confidence levels had positively affected the ways in which some went on
to approach their daily schoolwork:
Student comments:
It changed the way I think about myself. I used to be big headed and thought I knew
it all but now I know I dont. Talking to others in the group made me realise theres
lots of stuff I dont know (student, year 9)
Seeing what other people want to do has made me more aware of my optionsits
all about yourself really and it really helped me (student, year 11)
It helped me to realise what I could and couldnt achieve (student, year 11)
Im now more aware of helping others (student, year 9)
I learned what Im capable of (student year 9)
its fun!!! It makes me more confident (primary school student)
I had known some of the people in my group since I was 5 years old but I realised
there was a lot you didnt know about people just from looking at the surface
(student, year 10)
Im much more looking into the future rather than living sort of day-to-day. Before I
was just thinking about what homework I had to hand in and stuff like that. And
although thats important youve got to look at the bigger picture in your life and plan
ahead and make sure that what youre starting off to do is actually what you really
want to do and its important to decide that from the very start rather than get started
on something you may later regret (student, year 10)

24

Adult comments:
they are starting to realize the possibilities because they are almost endless, within
reason, of what they can achieve. Thats a tremendous asset if you can get in touch
with that early on in life, that life has tremendous potential, lots of possibilities.
(South Downs Learning Centre learning group adviser, working with year 8s)
All students could benefit from a bit of me timeit improves confidence and self
esteem which ultimately makes schooling a more enjoyable and successful
experience (school learning group adviser, working with year 9s)
The groups make them feel theyre not on their own that will help them to build
themselves up again it has a knock-on effect in the classroom (school learning
group adviser, working with year 9s)

3. Raised motivation
There were clear examples that the programme had a positive impact on students
motivation to learn. This was observed in numerous ways and encompassed a range
of outcomes. The process of encouraging students to think about what was
important to them and the impetus on teamwork and discussion appeared
instrumental in this. In addition to this, the concept of students controlling and
monitoring their own learning also appears to have raised their motivation. Some
explained how they had completed tasks on a voluntary basis because they did not
want to let the group down; others explained how having a personal stake in the
learning made the work more worthwhile.
Student comments:
You didnt have to do the work at home but everyone didyou did it for the group
(student, year 9)
we could chose whether we did the tasks or notwe did the tasks because we
wanted to not because we had to or because we might fail an exam or something
(student, year 9)
youve got someone to answer to but its different from when its coming from a
parent or teacherworking in this type of group its coming from yourself but you
also had a bit of encouragement behind you (student, year 10)
I only had three weeks to the next meeting and I didnt have any excuses, I needed
to feed back to the group in order to progress (student, year 10)

25

they actually said, well, why dont you do this. Instead of just thinking about what
you could do in the future, why dont you go to do it now (student, year 10)
In a classroom its very much like, you may not want to know about what they are
teaching you. And, generally, if theres something that I dont really want to learn
about I dont pay attention and I just muck around and try and do something
different. I find I work a lot better with the things that I want to do (student, year 10).
I think Id say just to take it on yourself. Rather than waiting until it happens in your
future do it now so you know it can happen. Or, at least, get some experience so you
dont end up doing something and, when youre doing it, realize you dont want to be
doing it. (student, year 10)
4. Improved behaviour
As with raised motivation the effects relating to improved behaviour in school were
numerous. Self-management and peer assessment were thought to be key factors in
the improving behaviour observed and both Learning Group Advisers and students
reported instances in which the students had managed themselves to great effect.
The school Learning Group Advisers recalled occasions on which they were
surprised by how well the students accepted comments from each other and one
student explained how the group developed a mutual respect for one another, which
made the peer management acceptable:
Student comments:
you had your name on the board and if you did something wrong like swearing or
kicking you would get a tick against your name, and then another tick and then
another. Then he would have to leave the room and you would have a vote: do you
reckon he should get kicked out?, and then if we voted yes he would have to go.
But after a while no one even had their name on the board (student, year 10)
We helped one person whose goal was to improve their behaviour in classthey
told us about situations and we discussed it and gave them advice (student, year 9)
Adult comments:
The group were faced with a number of difficult situations e.g. a member of the
group snatching fruit and water at snack time. The group dealt with the situation
very positively as the participant agreed to the decision of the group (South Downs
Learning Centre learning group adviser, working with year 3s)

26

The huge value is ideas from their peersthey would say shut-up and he would
listen far more (school learning group adviser, working with year 8s)
One group member was chewing gum and stickers were snatched. Again the group
used its power to regulate the behaviour by challenging it according to the ground
and school rules, then offering alternative suggestions on how the person could
handle it better (South Downs Learning Centre learning group adviser, working with
year 3s)
One girl had an issue about her behaviour in class and for the first time ever she sat
down and listened to what some of the other kids felt about her behaviour.The
classic comment, which you hear every day that teacher hates me! the kids
said, well in fact thats not the case, this is what happens, this is how we see you
respond - it does have quite an impact (school learning group adviser, working with
year 10s)

5. Developed Skills
The participants cited a range of skills that had been learned or developed in the
learning group process. Improved planning, problem solving, research and teamplaying skills were mentioned as well as goal setting, however the most common
developments quoted were improved abilities to communicate, listen and interact
effectively with others. Primary school children celebrated their learning by designing
certificates for each other in recognition of their achievements:
Student comments:
I am more confident at giving advice and better at listening and communicating with
people (student, year 9)
I learned how to set goals for myself (student, year 11)
Peers have commented to me that I am able to communicate with others, especially
tutors at college (SML student now at college)
it will help when I want to find out about things in the future (student, year 11)
it will help with study skills when I get to Uni as we wont be given much
help(student, year 13)
we learned how to help ourselves and each other (student, year 9)

27

Although I didnt actually achieve my goal I learned how to find out about
learning' (student, year 13)
developed ability to find things out (student, year 9)
we gained confidence speaking in a group (student, year 10)
a list of things we got from our learning group taking action, exploration, targets,
motivation, strengths and weaknesses, development, priorities, past, present and
future, achievements (student, year 9)
the main thing the learning group helped me to do was taking action on things and
not just thinking about it I had to pick up the phone and talk to a complete stranger
which I wouldnt usually do (student, year 10)
one of the things we progressed in was developing our own independence in our
learning (student, year 10)
Everyone in the group had goalsbut nobody really followed it up until [the
Learning Group Adviser] came along and helped us by giving us some idea about
how to get thereonce I had the ideas I was able to follow it up with my own
independent research (student, year 10
Through doing this I think it made me take a step back and look at what was
important to me and how I could better organize my time and do everything to the
best of my abilities (student, year 10)
I think, it sort of set us up with the idea that we do have the skills to go out and find
things out for ourselves and its just a case of being innovative about your own
development. (student, year 10)
[we learned] how to talk as a group like dont interrupt (primary school student,
year 4 )
Adult comments:
the process taught tolerance and respect to work as a group. Something that is
hard to replicate in a home-school setting (independent researcher, 2007)
They are learning the usual range of study-skills. They are learning a lot of
interpersonal skills because they are working in a small group. They are learning
team-work. They are learning how to find out things for themselves, They are
learning what learning really is. There are lots of things that they are picking up,
either implicitly or explicitly, from the work that they are doing. (secondary school
assistant principle )
They are learning to look beyond the teacher in the classroom and being told what
to do (school learning group adviser, working with year 10s)

28

They definitely learn new skillsdifferent approaches and skills that could be used
to solve their problemsindependenceteamwork (school learning group adviser,
working with year 10s)

6. Long Term Impact

The aforementioned feedback on skill development suggests that SML has proved
beneficial to the students who went on into further and higher education. Some
participants in this study had the benefit of up to three years hindsight on SML and
the ongoing impact on their motivation to learn and their behaviour was recognised.
Students discussed how their attitudes towards learning had changed and how SML
had raised their motivation to plan and work towards their futures. Others
commented that although they were sceptical at the time, they realised on reflection
just how beneficial the learning groups had been:
Student comments:
it made me want to set more goals (student, now year 11)
I feel more capable and determinedmore ambitious (student, now year 9)
I learned about the courses I could do in year 10 I really wanted to do well
because otherwise they wouldnt let me on I had to get better grades (student,
now year 10).
we became more motivated and started to enjoy ourselvesmoving on and being
more motivated about our futures (student, now year10)
When youre doing it I dont think, you dont always realize the benefits of it, but
looking back you do (student, now year13)
I think I definitely benefited from it (student, now year 13)
I think once you got into it more and you looked back on it, you realized how much
it had helped (student, now year 13)

One school offered an example of where SML had been a fundamental factor in a
pupils ongoing progress. Formally labelled as a troubled student the boy had gone
on to take an informed interest in his year 10 options. He actively participated in
information sessions and successfully managed his final GCSE selection with no
29

parental guidance. The school were impressed with the improved level of selfmotivation and maturity that he demonstrated in the year following his SML
experience:
Adult comment:
he was more confident, happy and much more settled setting up options and
visits.... most students had their parents to help but he did it entirely on his own
(school assistant director of year)

In terms of improved behaviour one school felt that for a particular group of boys,
SML had been key to a turn around in their progress. Having been through a number
of disciplinary strategies the boys were on the edge of exclusion and were said to
lack the ability to focus on any given task. The deputy principle spoke of the school
records, which showed a marked improvement in the boys behaviour, a member of
school staff
spoke of a student whose behaviour had improved for a whole year and one student
described how his SML experience had positively impacted his behaviour:
Student comment:
I havent been in trouble for the last two yearsmy grades have gone up and so
has my behaviour (student, year 10)
Adult Comments:
One boys behaviour improved for a whole yearin a personal review he identified
the learning group as the positive factor in the change of attitude (school assistant
director of year, working with year 10s)
there has been a marked differencecertainly their behaviour has improved, they
are not getting sent out of class as often (secondary school deputy principle, talking
about year 8s)

30

Why might SML work less well?

Some students were involved with learning groups which had been facilitated by
members of non-teaching school staff. The majority of students involved in these
groups reported positive experiences, however one student recalled her
disappointment with the programme:
I really wanted to do it because I thought it would be a good experienceat the
start it was cool but it got like really boring cos we just did the same thing
he didnt really do what he said we would doreaching goals and doing things that
would be useful for our futures (school student, year 9)
When questioned further this student indicated that she felt the reasons for her poor
experience were to do with lack of structure, focus and time and she had no
recollection of creating a formal learning agreement. Another student, although more
enthusiastic about her experience, also revealed similar issues. She spoke about a
lack of activities and an omission of an end session in which their learning goals
were reviewed and assessed. These comments came in contrast to those students
involved with learning groups with South Downs Learning Centre staff. They talked
enthusiastically about the activities they had done, mentioning trips to local
businesses, visits from authors and football coaches, final presentations and end
events.

Students who participated in school-led learning groups made no mention of such

activities and although supportive of SML, the staff agreed that there were times
when the learning groups had not gone to plan. Maintaining the structure of SML in
schools proved difficult for some and group meetings were sometimes cancelled.
Overstretched resources and problems with timetabling were blamed, alongside
issues of lacking self-confidence and ongoing training:
I dont feel experienced enoughthe person leading the group needs to be
confident enough to let the group go in whatever direction it needs to go inthats
something I need to learn (school learning group adviser)
there is not the capacity to train more and the [staff] have so many things they have
to do, there is a squeeze to do everything they need to do (deputy principle)
31

the reality is hardthey [the students] have to miss out on PHSCE and I think thats
really important but its difficult and theres not the flexibility Im always juggling
(school learning group adviser)

32

EVALUATIONS AND CONCLUSIONS

Overall the student experience of SML has been positive and the enthusiasm and
respect for the programme was very apparent. The fresh approach to learning was
widely welcomed by school students and their teachers appreciated how it had
enabled some young people to reveal personal qualities not previously recognised.
The small group structure provided students with the time and attention they needed
to fully engage in the process of personalisation and the evidence from this sample
suggests that it was successful in developing students awareness of themselves
and the ways in which they learn.
Placing students at the centre of the learning process allowed individuals to focus on
the issues that concerned them and helped to created a relaxed and pressure free
environment. The positive and flexible atmosphere appears to have been enhanced
by the supporting and facilitative role of the Learning Group Adviser and the
confidentiality clauses that provided students with a safe learning space in which to
explore their needs. SML is designed to allow students the freedom to address their
learning needs beyond the confines of the classroom and out into the real world and
the effects of this were clear. Making connections between learning and life demands
was seen as a strength of the programme and has positive implications for the
concerns expressed by employers and government bodies regarding the preparation
of young people for future life and work (DTI, 1999;QCA, 2006).
This research demonstrates that some of the desirable skills outlined in the
governments Personal Learning and Thinking Skills review (QCA, 2006) were also
developed. As with other student-directed approaches (Stephenson, 1981; Swann,
1999; 2007) the students spoke of ways in which they had improved as
communicators, listeners and researchers and how they had developed their
capacities to work independently and as part of a team. Also evident from the
feedback were raised levels of confidence, self-esteem and ambition and for many
this continued beyond the learning group and into their daily lives. This evidence
supports the belief that encouraging students to actively engage in the learning
process leads to an increase in these qualities and a development of what
Cunningham (1987) terms second-order processing skills.
33

There were positive reports that SML had impacted the behaviour and motivation of
many students. Links were made between the successes of self-management, peer
assessment and collaborative approaches to learning and the ways in which these
had provided motivation for improved behaviour and focused learning within the
groups. Long-term benefits were also observed and these appear to have stemmed
from the process of thinking and acting on future aspirations and from raised levels
of confidence and self-esteem.
Notably, few talked of the outcomes of specific goals or of developing more
traditional forms of knowledge, however this does not necessarily suggest it did not
take place. The relaxed style of programme evaluation and research encouraged the
participants to talk about the experiences that were most important to them and they
chose to discuss learning in terms of the development of skills, attitudes, processes
and qualities. However, they did also talk of the knowledge they had gained from the
people around them and of the ways in which it had helped. An aim of SML is to
develop knowledge of oneself and of others, as well as more traditional modes
(Cunningham, 1999), and there is evidence in this study to suggest that this was
achieved.
On the whole the students experiences of SML was positive but this study did
highlight circumstances in which the process might go less well. Instances when
structure and processes had broken down were identified in learning groups led by
school facilitators, and the outcomes of some of these groups were found to be less
successful. In his book, Cunningham (1999, p266) notes the detrimental effects of
messy, unplanned programmes and the examples found in this study reaffirm that
failure to maintain structure can devalue outcomes.
Despite this, poor practice was found to be rare and the factors which caused
problems for school facilitators were outside the South Downs Learning Centres
control. The collective findings were favourable and the conclusions reached in this
project reflect that of a study conducted by another student from the University of
Brighton. That report concluded:

34

Students who have participated in an SML learning group are able to

describe their improved ability to communicate with others, especially adults. They
found that after a short period of time disruptive behaviour is a thing of the past and
that this is successfully managed by the peer group. The students have a strong
sense of self-worth and are aware of their ability to be self-managing once they
move on into higher education or work. For younger children the impact of SML is
similar, with students as young as eight able to link their experiences with enhanced
feelings of self-worth and the ability to acknowledge and manage some behaviour
issues. Through SML the [South Downs Learning] Centre has been able to provide
support for its learners who were disaffected in the standard school system.
Perhaps most importantly the most often cited impression of SML is that it is
an enjoyable process. Students are aware that they get treated as equals and that
this is what enhances their feelings of self worth
(Little, 2007 pg.13)
The current interest in personalisation and the development of self-management in
young people is born out of a growing consensus that schooling in England is not
allowing all students to realise their potential and is not preparing them well enough
for the needs of the future. This study suggests that SML has the potential to
address these concerns and that it is a valuable concept which could benefit
mainstream school children and those being educated otherwise. The South Downs
Learning Centre plan ongoing evaluation of their programmes for young people and
the premises mentioned in the introduction to this report will provide fresh focus for
future researchers.

Nicola Sankey, March 2008

35

BIBLIOGRAPHY
Centre for Self Managed Learning (2000) Self Managed Learning. Promotional
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Cunningham, I (1987) Openness and Learning to Learn in Hodgson, V, Mann, S &
Snell, R (1987) (eds) Beyond Distance Teaching Towards Open Learning. Milton
Keynes: The Society for Research into Higher Education & Open University Press
Cunningham, I (1999) The Wisdom of Strategic Learning: The self managed learning
solution 2nd Edition. Aldershot: Gower
Cunningham, I (2006) Self-Managing, Learning and Democracy Learning for
Democracy. Vol. 2 No.2 2006 pp61-74
DfES (2003) Every Child Matters. Available on line at www.everychildmatters.gov.uk
[site accessed 10 January 2007]
DTI (1999) Our Competitive Future: UK Competitive Indicators 1999 Department for
Trade and Industry available on line at http://www.ecdti.co.uk/cgibin/priamlnk.cgi?
MP=CATSER^GINT65&CNO=1&CAT='33' [site accessed 19 Feb 2007]
Fielding, M (2007) Centre for Educational Innovation. Available on line at
http://www.sussex.ac.uk/education/1-4-22.html [site accessed 10 January 2007]
Little, T (2007) The South Downs Learning Centre (SDLC) and Self Managed
Learning (SML): Evaluation Research Report. Brighton: University of Brighton
QCA (2006) Personal, Learning and Thinking Skills. Available on line
www.qca.org.uk/downloads/plts-framework.pdf [site accessed 6 February 2007]
SDLC (2006) South Downs Learning Centre Newsletter.No.6. March 2006. Brighton:
South Downs Learning Centre
SDLC (2007) South Downs Learning Centre Newsletter. No.7.January 2007.
Brighton: South Downs Learning Centre
SDLC (2004) Staff Handbook for Personalising through Self Managed Learning.
Brighton: South Downs Learning Centre
Stephenson, J (1981) Student-Planned Learning in Boud, D (ed) Student-Planned
Learning. London:Kogan Page
Swann, J (1999) The Logic-of-learning approach to teaching: a testable theory, in
Swann, J & Pratt, J (eds) Improving Education: Realist Approaches to Method and
Research, London: Cassell
Swann, J (2007) Teaching for a Better World: The Why and How of Student-Initiated
Curricula in Aspin, D & Chapman, J (eds) Values Education and Lifelong Learning:
Philosophy, Policy, Practices. Berlin: Springer Press

36

Audio-Visual Sources
SDLC (2004) DVD Person-Centred Education Alliance Conference 2004. Brighton:
South Downs Learning Centre

37